Designed for division describes situations where school processes or narratives frame systemic problems as interpersonal conflicts between individuals. Instead of addressing structural issues—such as inadequate resources, unclear policies, or inconsistent implementation—concerns may be presented as disagreements between a parent and a teacher, tensions between families, or competition between students for limited support. When systems operate this way, families may be encouraged to see advocacy as a personal complaint about a staff member rather than a request for the school to meet its obligations. Parents may also be led to believe that their child’s needs can only be met if another child loses support, creating a sense of competition rather than a shared interest in adequate resources and inclusive environments. These dynamics can fragment communities and discourage collective problem-solving. Families may feel isolated or reluctant to raise concerns if they believe doing so harms relationships with staff or other parents. Recognising when systems are effectively designed for division helps shift the focus back to the underlying issue: ensuring that schools have the structures, resources, and accountability needed to support all students appropriately. OK.